LIBE 465 Assignment #1 I will be using the Grade 8 English Language Arts curriculum.
Our Major Units of Study in English 8
Short Stories
Novel Study: The Outsiders
Play: Romeo and Juliet
Poetry
Media Studies The prescribed learning outcomes related to Reading and Viewing: Reading and Viewing Purposes (Reading and Viewing) B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including – literature reflecting a variety of times, places, and perspectives – literature reflecting a variety of prose forms – poetry in a variety of narrative and lyric forms – significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels) – traditional forms from Aboriginal and other cultures – student-generated material B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with some complexity of ideas and form, such as – articles and reports – biographies and autobiographies – textbooks, magazines, and newspapers – print and electronic reference material – advertising and promotional material – opinion-based material – student-generated material B3 view, both collaboratively and independently, to comprehend a variety of visual texts, such as – broadcast media – web sites – graphic novels – film and video – photographs – art – visual components of print media – student-generated material B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency
Rationale
I have selected English 8, specifically focusing on literacy skills: reading and viewing. As an English Language Arts teacher, I am most keenly passionate about my subject matter. I am the Middle English Coordinator at my school, so I have a special interest in the Grade 8 program. As an essential building block, I feel that a strong English 8 program will build capable students who critically think, articulately express themselves, and thoughtfully consume information.
The English Language Arts curriculum was revised in 2007 and so the library has only had a few years of working with some of the new expectations, many of which focus on newer mediums like graphic novels and online materials. Though we teachers tend to focus on fictional works, the curriculum expects that 30% of the resources used in English 8 are non-fiction. The library can provide the vehicles to explore more non-fiction resources. Another important aspect is the issue of Canadian content. Focusing so heavily on the canon, we often omit Canadian works so we can include more of the traditional classics. I would like the library to help by building a collection of Canadian resources, both fiction and non-fiction, which students can readily access for classroom and independent reading.
Finally, reading and viewing is really about multiple literacy. Our students will no longer pick up a book and find everything they need on its pages. It is our responsibility to equip students with the skills to interpret and understand information in a variety of mediums. Information and visual literacy are two important components of the revised curriculum. Our library is lacking resources to address these emerging literacies. Students need more graphic novels, databases, and other on-line resources in order to function productively in the 21st century. My school is very much a university prep school; therefore, we must outfit our students with the multiple literary skills they will need to thrive in a post-secondary environment.
Assignment #1
I will be using the Grade 8 English Language Arts curriculum.
Our Major Units of Study in English 8
Short Stories
Novel Study: The Outsiders
Play: Romeo and Juliet
Poetry
Media Studies
The prescribed learning outcomes related to Reading and Viewing:
Reading and Viewing
Purposes (Reading and Viewing)
B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
– significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive
texts with some complexity of ideas and form, such as
– articles and reports
– biographies and autobiographies
– textbooks, magazines, and newspapers
– print and electronic reference material
– advertising and promotional material
– opinion-based material
– student-generated material
B3 view, both collaboratively and independently, to comprehend a variety of visual texts, such as
– broadcast media
– web sites
– graphic novels
– film and video
– photographs
– art
– visual components of print media
– student-generated material
B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency
The complete prescribed learning outcomes for English 8 are available here:
http://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2007ela_812_8.pdf
Rationale
I have selected English 8, specifically focusing on literacy skills: reading and viewing. As an English Language Arts teacher, I am most keenly passionate about my subject matter. I am the Middle English Coordinator at my school, so I have a special interest in the Grade 8 program. As an essential building block, I feel that a strong English 8 program will build capable students who critically think, articulately express themselves, and thoughtfully consume information.
The English Language Arts curriculum was revised in 2007 and so the library has only had a few years of working with some of the new expectations, many of which focus on newer mediums like graphic novels and online materials. Though we teachers tend to focus on fictional works, the curriculum expects that 30% of the resources used in English 8 are non-fiction. The library can provide the vehicles to explore more non-fiction resources. Another important aspect is the issue of Canadian content. Focusing so heavily on the canon, we often omit Canadian works so we can include more of the traditional classics. I would like the library to help by building a collection of Canadian resources, both fiction and non-fiction, which students can readily access for classroom and independent reading.
Finally, reading and viewing is really about multiple literacy. Our students will no longer pick up a book and find everything they need on its pages. It is our responsibility to equip students with the skills to interpret and understand information in a variety of mediums. Information and visual literacy are two important components of the revised curriculum. Our library is lacking resources to address these emerging literacies. Students need more graphic novels, databases, and other on-line resources in order to function productively in the 21st century. My school is very much a university prep school; therefore, we must outfit our students with the multiple literary skills they will need to thrive in a post-secondary environment.